CBL联合PBL在肿瘤生物信息学教学中的应用

李明阳; 刘一雄; 范林妮; 王哲

doi:10.16766/j.cnki.issn.1674-4152.003435

CBL联合PBL在肿瘤生物信息学教学中的应用

doi: 10.16766/j.cnki.issn.1674-4152.003435

空军军医大学基础医学院病理学教研室，陕西西安 710032

基金项目:

陕西省一流本科课程项目 YLBK788

陕西省高等教育学会“疫情防控专项研究课题”项目 XGH20117

空军军医大学“一流研究生教学计划”核心课程项目 YXZB2023JS01

详细信息

通讯作者:
王哲，E-mail: zhwang@fmmu.edu.cn

中图分类号: R192 R730
计量
- 文章访问数: 213
- HTML全文浏览量: 93
- PDF下载量: 4
- 被引次数: 0
出版历程
- 收稿日期: 2023-08-23
- 网络出版日期: 2024-05-27

Application of CBL combined with PBL in Tumor Bioinformatics teaching

Department of Pathology, School of Basic Medicine, Air Force Medical University, Xi' an, Shaanxi 710032, China

摘要

摘要: 目的探讨基于案例的教学模式(CBL)联合以问题为导向的教学模式(PBL)在肿瘤生物信息学教学中的应用效果及学生对该教学模式的满意度评价。方法选取在空军军医大学进行肿瘤生物信息学课程学习的62名2020级生物医学工程专业四年制学员，采用随机数字表法分成实验组和对照组，每组各31人。实验组采用CBL联合PBL方式授课，对照组采用传统教学方式授课。在教学结束后，采用命题考试的方式进行教学效果考核，采用问卷调查方式评估学生对2种教学模式的满意度。结果经统计分析，实验组学生的选择题[(24.52±2.69)分]、简答题[(35.21±3.03)分]、论述题[(24.28±3.41)分]成绩以及总成绩[(78.15±5.89)分]均高于对照组[(21.94±3.17)分、(32.85±2.78)分、(22.31±3.89)分、(73.81±6.21)分，P＜0.05]；实验组学生在提高理论知识学习热情、提升培养临床转化思维、提高理论知识掌握程度、扩充肿瘤医学知识程度、提高解决临床问题能力、提高自主学习能力、提高文献检索效率、提高合作学习能力8个维度的课程满意度均高于对照组(P＜0.05)。结论 CBL联合PBL在肿瘤生物信息学课程教学中取得较好的效果，提高了学生的学习能力和知识掌握程度，学生对该教学模式的满意度较高。
- 案例教学法 /
- 问题导向教学法 /
- 肿瘤学教学 /
- 生物信息学
Abstract: Objective To explore the application effect of case-based learning (CBL) combined with problem-based learning (PBL) in Tumor Bioinformatics teaching and students' evaluation of the teaching mode. Methods A total of 62 four-year biomedical engineering students who were studying Tumor Bioinformatics in Air Force Medical University were selected. The random digital table method was used to divide the subjects into experimental group and control group, with 31 students in each group. The experimental group adopted CBL combined with PBL teaching mode, while the control group adopted traditional teaching mode. After the teaching, the teaching effect was evaluated by the test of proposition. The questionnaire survey was used to evaluate the students' satisfaction with the two teaching modes. Results By statistical analysis, the experimental group students' scores on multiple-choice questions (24.52±2.69), short-answer questions (35.21±3.03), essay questions (24.28±3.41) and total scores (78.15±5.89) were higher than those of the control group (21.94±3.17, 32.85±2.78, 22.31±3.89, 73.81±6.21, P<0.05). In the questionnaire survey, the experimental group had better approval of improving the enthusiasm for theoretical knowledge learning, fostering clinical transformational thinking, improving the mastery of theoretical knowledge, expanding the knowledge of oncology medicine, improving the ability to solve clinical problems, improving the ability of independent learning, improving the efficiency of literature retrieval, and improving the ability of cooperative learning than the control group (P<0.05). Conclusion CBL combined with PBL has achieved better results in the teaching of Tumor Bioinformatics courses, which improves the students' learning ability and knowledge mastery, and the students are highly satisfied with this teaching mode.
- Case-based learning /
- Problem-based learning /
- Oncology teaching /
- Bioinformatics

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表 1 2组学生的考试成绩比较(x±s，分)

Table 1. Comparison of the test scores between two groups of students (x±s, points)

组别	人数	选择题	简答题	论述题	总成绩
对照组	31	21.94±3.17	32.85±2.78	22.31±3.89	73.81±6.21
实验组	31	24.52±2.69	35.21±3.03	24.28±3.41	78.15±5.89
t值		3.452	3.101	3.312	4.101
P值		0.001	0.008	0.011	0.006

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表 2 2组学生的教学满意度调查[人(%)]

Table 2. Comparison of satisfaction surveys between two groups of students [cases (%)]

组别	人数	提高理论知识学习热情	提升培养临床转化思维	提高理论知识掌握程度	扩充肿瘤医学知识程度	提高解决临床问题能力	提高自主学习能力	提高文献检索效率	提高合作学习能力
对照组	31	8(25.81)	9(29.03)	7(22.58)	5(16.13)	11(35.48)	2(6.45)	10(32.26)	3(9.68)
实验组	31	26(83.87)	25(80.65)	24(77.42)	23(74.19)	19(61.29)	25(80.65)	22(70.97)	20(64.52)
χ²值		21.101	16.672	18.645	21.101	4.133	34.707	9.300	19.975
P值		＜0.001	＜0.001	＜0.001	＜0.001	0.042	＜0.001	0.002	＜0.001

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